The North American Career Development Partnership: Experiment in International Collaboration

This article describes how career development programs became the focus of an international partnership between the United States and Canada. Beginning in 1976 in the United States, the National Occupational Information Coordinating Committee (NOICC) and its State Occupational Information Coordinating Committees (SOICCs) developed training and materials that promote the use of occupational and labor market information. Similarly, in the early 1970s, Canada began to explore the feasibility of creating a computer‐based career information delivery system. What follows is the story of an unusual and significant international collaboration. It concludes with identification of lessons learned.     

Career Development and Workforce Preparation: Educational Policy Versus School Practice

A multistate survey of public high schools revealed general unfamiliarity among principals and counselors with national workforce preparation policies as represented by the SCANS Report (Secretary's Commission on Achieving Necessary Skills, 1991) and the National Career Development Guidelines (National Occupational Information Coordinating Committee, 1989); a lack of commitment to career development program outcomes for all student groups, particularly those at risk of dropping out; uneven delivery of services, with least attention to cultural diversity outcomes; and underutilization of counselors. The article concludes with an examination of the historical and cultural forces operating for and against sustained efforts in workforce preparation programs.     

The Emergence of Career Development Facilitators

This article describes the collaborative efforts of the National Career Development Association, National Occupational Information Coordinating Committee, and Career Development Training Institute at Oakland University, which resulted in the emergence and recognition of the important role of career development facilitators (CDFs). The development of the CDF competencies, curriculum, and certification is summarized, and examples of counselor‐facilitator collaboration are provided.     

Synthesis and Antithesis: Perspectives From Herr,Bloch, and Watts

The rapid changes that are occurring in the national and global context in which people forge their personal careers dictate changes in the profession of career counseling. These changes are to 2 specific types. The first involves the reexamination and adjustment of the theory, assumptions, and practice that undergird professional career counseling to include more fully the impact of external forces on individual career development. The second needed thrust is the proactive development of public policy, legislation, and funding designed to provide high-quality career planning services to the nation's citizens across the life span.     

John Holland's Contributions: A Theory‐Ridden Approach to Career Assistance

Holland influenced practice and research in career development by contributing a clear theory useful in organizing information about individuals and career alternatives and for understanding individuals' entry and persistence in occupational and other environments. His theory was repeatedly revised in response to evidence. As Holland's own career unfolded in a succession of organizational environments, he used the research opportunities these environments afforded to conduct large‐sample tests of his ideas and assessment tools. J. L. Holland's (1970) Self‐Directed Search is intended to be a career intervention, and Holland developed it and tested it as such. In outlining Holland's contributions to career counseling, a précis of his theory and some biographical context are provided.     

Three Decades of Interest Inventory Results: A Case Study

This article analyzes selected results of 4 Kuder Occupational Interest Surveys (KOIS; Kuder & Zytowski, 1991) administered over a 30-year span, in the light of the author's career as a counseling psychologist. Certain consistencies and changes are observed, leading to a conclusion supporting the “thematic” interpretation of interest inventory results rationalizing aspects of the author's occupational and avocational career.     

Career Counseling,Science, and Policy: Revitalizing Our Paradigms and Roles

Herr (1996), Bloch (1996), and Watts (1996) highlight important shifts that are occurring in the structure of work, in social policy related to career services, and in the ecological context of guidance. Such shifts may have far-reaching implications for the science and practice of career development, particularly for counselors' roles in assisting individuals and organizations with issues of work preparation and transition. This article revisits some of the authors' key assumptions and observations, offering additional suggestions for ensuring that career theory, research, practice, and policy remain responsive to the changing social–political–economic context.     

A Content Analysis of Career Development Theory,Research, and Practice—2013

This annual review of the career counseling and development literature presents a content analysis of refereed journal articles published in 2013. Four research questions guided the analysis: (a) What content topics were included in career development articles published in refereed journals in 2013? (b) To what extent are theory, research, and practice integrated in career development articles published in refereed journals in 2013? (c) What variation exists in the characteristics of career development articles published in refereed journals in 2013? and (d) What variation exists in the content included in theory, research, and practice articles? A total of 360 unique topics were identified in 357 articles from 24 journals. Results indicated that topic content in journals evolved slowly with limited integration of theory, research, and practice. Implications are suggested for (a) future topic content; (b) better integration of theory, research, and practice; (c) education and training; (d) journal editorial policy; and (e) future content analyses of journal articles.     

The Career Development Facilitator Project: Then and Now

The National Career Development Association (NCDA) has consistently been involved in the professional training of individuals who provide career development services for youth and adults. It has provided outstanding leadership in the field of career development. NCDA's impact on the training of professionals and paraprofessionals working in the career development field is evident in its support of the Career Development Facilitator (CDF) project and delivery of CDF training. This article provides a history of the CDF project, its development and expansion from national to international use, current developments in the project, and its impact on the careers of those involved.     

Partnership,Service Needs and Assessing Competence in Post Qualifying Education and Training

Education and training must extend beyond initial qualifying courses into post qualifying professional development throughout a social worker's career if practice is to be most effective in meeting clients' needs. In the United Kingdom a Framework for Post Qualifying Education and Training was introduced from 1990. Revised frameworks have been put in place from autumn 2007 in each of the four home countries of the UK. This paper reflects on lessons learned in implementing these post qualifying frameworks in Northern Ireland. Within the overarching theme of relevance to practice, issues are drawn out under three main themes: (1) partnership working between employers and universities including the importance of leadership from policy makers and senior managers; (2) assessing competence including providing an Independent Assessment Route to increase access and to benchmark professional standards; and (3) meeting service needs including specifying learning outcomes to cover a range of practice contexts and accrediting employer-based programmes. Meeting service needs more closely is identified as a key issue driving the new Northern Ireland Post Qualifying Framework introduced in 2007.     

Relationships Among Middle‐School Adolescents' Vocational Skills,Motivational Approaches,and Interests

This study examined gender differences in relationships among vocational skills, motivational approaches, and same‐gender and cross‐gender interests for urban adolescents. Results showed gender differences in interests, with males having greater Realistic interests and females having greater Artistic and Social interests, based on Holland's (1997) theory of interest types. Structural equation modeling revealed that males tended to approach the occupational world with assertiveness, the desire to create opportunities, and the use of instrumental support. Females tended to approach the occupational world by being adaptable, capitalizing on their skills and abilities, actively preparing themselves for the future, exploring options, and using emotional support. Recommendations for career development practice are provided.     

Children's Career Development: Metaphorical Images of Theory,Research, and Practice

This summative article discusses 5 invited contributions on children's career development. The authors of these articles were asked to consider the status quo of children's career development, issues facing this field, and future directions. Several emergent themes focused on theory, research, and practice and their interactive potential in children's career development. Suggestions for future direction in the study of children's career development include the need for greater contextualization and interdisciplinary collaboration, the revision and innovation of theory, and the need for organizing frameworks for theory, research, and practice.     

Reviews

This article seeks to stimulate debate around the relationship between Post‐Qualifying Social Work education and social work practice. Whilst initially welcomed as a positive development for the continuous professional development of qualified social workers, the author questions if in a work climate increasingly dominated by concerns about meeting global market forces PQSW education has the potential to support discriminatory and oppressive practice and undermine social work values?Higher education in England has been given the task by the General Social Care Council to develop Post‐Qualifying Social Work (PQSW) education that delivers both academic and vocational learning as national occupational standards, workforce planning and concerns around globalisation drive professional development. Indeed, a positive selling point for the PQSW framework is its apparent ability to bring together practitioners' career choices with professional development, employers' workforce planning strategies and the government's modernisation agenda for public service provision. However, could a system of education designed to meet such a variety of agendas undermine social work practice and reduce higher education to primarily providing programmes designed to meet regulatory requirements rather than professional social work that promotes an anti‐discriminatory and anti‐oppressive approach to practice? The article concludes that whilst evidence suggests PQSW education does make a positive difference to practitioners and their organisations, debate is still required to ensure it supports agreed social work values and a commitment to anti‐oppressive and anti‐discriminatory practice.     

Men in Non‐Traditional Occupations: Career Entry,Career Orientation and Experience of Role Strain

This article explores the experiences of men in non‐traditional occupations. In particular it focuses on the dynamics of career entry, career orientation (namely, a preference for intrinsic or extrinsic rewards) and the possible existence, nature and consequences of role strain. Four occupational groups are examined: nurses, cabin crew, librarians and primary school teachers. The results suggest that men fall into three main categories: seekers (who actively chose the ‘female’ occupation), ‘finders’ (who did not actively seek a non‐traditional career but who found the occupation in the process of making general career decisions) and settlers (who actively chose the occupation, often as a result of dissatisfaction with a more ‘masculine’ job, and who then settled in their non‐traditional career). Settlers, in particular, are associated with a more intrinsic career orientation and express a desire to remain close to occupational and professional practice. Role strain is prevalent in men's experiences in their non‐traditional career. The potential sources of such role strain and the implications for career aspirations and career choices are explored.     

Trends in Women's Career Patterns and in Gender Occupational Mobility in Britain

This paper uses retrospective data from the SCELI surveys to make a detailed investigation of changing career patterns and gender differences in occupational status over the period 1946–86. A summary variable is developed and used to examine the relationships between changing employment trends and respondents' occupational status. Occupational status, as the Hope-Goldthorpe scale value, is measured throughout the life-course and changes over time are examined. The main findings of the study are that despite the increase in women's qualifications and the proportion of women in the workforce, their human capital has not greatly increased although their careers have become increasingly variable. Men and childless women experience occupational status increasing over life-course and time but part-time employed women do not. Class of origin is more important to status for men than for women, while qualifications are important for both. Women's careers are increasingly affected by discontinuity and part-time employment.     

Occupational sociology as career and employment counseling: Patterns and possibilities

This article contends that career and employment counseling should be viewed as an aspect of the clinical practice of occupational sociology. First, the actual development of career and employment counseling is briefly traced. Then, against this backdrop, past and present linkages between occupational sociology and career/employment counseling knowledge are identified. Finally, sociology training and internship possibilities for the counseling component are suggested.     

Client Anticipations About Computer‐Assisted Career Guidance System Outcomes

Although existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer‐assisted career guidance (CACG) systems in career counseling. This study describes how 55 clients from a career center at a large, southeastern university anticipated using CACG systems to help in their career decision making and problem solving. Using a Cognitive Information Processing framework, responses to a cued and a free response survey indicated that clients' most frequent anticipations included increased career options, enhanced self‐knowledge, and strengthened occupational knowledge.     

Career Development Attributes and Occupational Values of Asian American and White American College Students

This study examined differences in career development attributes and occupational values between Asian American and White American college students using (a) the Crites' (1978) Career Maturity Inventory; (b) Harren's (1978) Assessment of Career Decision Making: Styles Subscales; (c) Holland, Daiger, and Power's (1980) My Vocational Situation; and (d) Rosenberg's (1957) Occupations and Values Scale. Asian Americans were found to have greater preferences for Dependent decisionmaking styles and also a lower level of career maturity. No differences in vocational identity were found between the cultural groups. Asian Americans also placed greater emphasis on extrinsic and security occupational value clusters (e.g., making more money, having a stable, secure future) relative to White Americans. The counseling and research implications of the results are discussed.